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Attending to the Needs of Heritage Language Learners in Mixed
Classrooms
Maria M. Carreira, Ph.D.
National Heritage Language Resource Center, UCLA
Professor, California State University, Long Beach
Heritage Language Symposium
The University of Washington, Seattle
Feb. 21, 2015
Overview of the principles, approaches, and applications that I will present today
• Know your learners; • Strive for Rich Classroom discourse by choosing
and using materials with a view towards making learning meaningful, engaging, and accessible toall learners;
• Make students active and autonomous partners in what happens in the classroom;
• Differentiate learning according to learner needs; • Design courses and curricula that make linguistic
and demographic sense.
• As you listen to Arturo, jot down anything you hear that bears on HL teaching:
http://youtu.be/39d6Lb2f2Aw
Overview of the principles, approaches, and applications that I will present today
• Know your learners; • Strive for Rich Classroom discourse by choosing
and using materials with a view towards making learning meaningful, engaging, and accessible toall learners;
• Make students active and autonomous partners in what happens in the classroom;
• Differentiate learning according to learner needs; • Design courses and curricula that make linguistic
and demographic sense.
Definitions + linguistic studies
Sources of information on learners
Definitions:Who is a heritage language learner?
• Narrow definitions – based on proficiency
• Broad definitions – based on affiliation
Example of a narrow definition
“An individual who is raised in a home where a non-English language is spoken, who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (Valdés, 2001, p. 38)
Example of a broad definition
Heritage language learners are individuals who “…have familial or ancestral ties to a particular language and who exert their agency in determining whether or not they are HLLs (heritage language learners) of that HL (heritage language) and HC (heritage culture) (Hornberger and Wang, 2008, p. 27)
Broad definition
Narrow definition
Learners who fit the narrow definition also fit the broad definition
Broad + narrow definitions = two orientations to HL teaching
Linguistic needs (narrow definition)
Affective needs (broad definition)
Broad + narrow definitions = two orientations to HL teaching
Linguistic needs (narrow definition)
Affective needs (broad definition)
NEEDS STEMMING FROM BROAD DEFINITION?
Affective needs
While researchers have looked quite extensively at the language exposure we need to learn a new language, a second set of factors that are equally important has received far less attention. These factors relate to “group membership,” or the allegiances we feel with particular-language-speaking groups and the attitudes and feelings that flow from being associated with them (Tse, 2001, 60).
13
An HL learner’s view
…my Dad's family always told me I was American.In school I was labeled Mexican, but to theMexicans, I am an American. It's this weird dualityin which you are stuck in the middle. Latinos areoften told that they are not Americans but alsothat they are not connected to their heritage. Youtake pride in both cultures and learn to deal withthe rejection. Socializing with people who share aCommon experience helps you deal with thisexperience.(Carreira & Beeman, 2014).
Broad + narrow definitions = two orientations to HL teaching
Linguistic needs (narrow definition)
Affective needs (broad definition)
Find identity
Navigate two worlds
Connect to others (find community)
Deal with rejection
Rich Classroom Discourse
• Discourse that engages students in complex thinking processes;
• Discourse that challenges and engages students with the material
• Materials that attend to HL learners’ affective needs make for Rich Classroom Discourse
Conventional Classroom Discourse Rich Classroom Discourse
Convergent responses Divergent responses
Predominantly teacher-driven and led Students co-construct, drive, and often lead discourse
Students rarely build on peers’ thoughts Students build on, challenge, revoice, and share ideas with peers
Teacher relies on a few students to carry talk Many students participate
Aim is to have correct answer in shortest time
Aim is to have students engage in strategic thinking
Foundations of RCD
• Materials and activities that are meaningfuland engaging
• Materials that are accessible
MEANING AND ENGAGEMENT IN MIXED CLASSES
19
The “problem” of mixed classes
Second-language learners
• An outsider perspective of the target language and culture;
• No family connection to the target language and culture;
• Do not identify in terms of the target language and culture.
HL learners
• Insider perspective of the target language and culture
• Family connection to the target language and culture;
• Identify and/or seek identity in the target language and culture.
20
What not to do
21
What not to do…
Second-language learners
• An outsider perspective of the target language and culture;
• No family connection to the target language and culture;
• Do not identify in terms of the target language and culture.
HL learners
• Insider perspective of the target language and culture
• Family connection to the target language and culture;
• Identify and/or seek identity in the target language and culture.
22
What not to do…
Second-language learners
• An outsider perspective of the target language and culture;
• No family connection to the target language and culture;
• Do not identify in terms of the target language and culture.
HL learners
• Insider perspective of the target language and culture
• Family connection to the target language and culture;
• Identify and/or seek identity in the target language and culture.
23
Both matter
Second-language learners
• An outsider perspective of the target language and culture;
• No family connection to the target language and culture;
• Do not identify in terms of the target language and culture.
HL learners
• Insider perspective of the target language and culture
• Family connection to the target language and culture;
• Identify and/or seek identity in the target language and culture.
24
Activity 1Discussion1.1, 1.2 (pp. 1 -3)
Creating meaning and engagement: A discussion prompt for “My Name”
• Regarding marriage, Latinos sometimes think that mainstream Americans are _________________________.
• Regarding marriage, mainstream Americans sometimes think that Latinos are __________________.
26
Strategy
• Comparisons
Cultural perspectives
Stereotypes
Practices
Reading II
• The pros: Relatively easy to understand
• The cons: How do you make a reading like this meaningful and engaging?
Strategy
• Think in terms of adding “insider” knowledge or perspectives to the information.
• Think in terms of comparing and contrasting elements of the target culture with American culture (Example: Little Red Riding Hood).
Five principles (cont.)
• Know your learners; • Choose and use materials with a view towards
making learning meaningful, engaging, andaccessible to all learners;
• Make students active and autonomous partnersin what happens in the classroom;
• Build pathways to learning for all learners; • Design courses and curricula that make linguistic
and demographic sense.
READY for another one?
Activity II, p. 3
Back to…
Linguistic needs (narrow definition)
Affective needs (broad definition)
HL learners’ linguistic needs are a function of
• The context of learning
• The timing of learning
• The amount input
• The type of input
HL learner needs and strengths are a function of
• The context of learning: primarily, home
-> informal, home register, perhaps non-standard
• The timing of learning: early years, diminished or discontinued upon starting school
-> similar to the language of children
• The amount input: limited, relative to natives
-> incomplete knowledge of the HL (missing features acquired later in life)
• The type of input: oral, informal, spontaneous,
-> implicit knowledge of the HL
COMPARE TO L2 LEARNERS
L2 learner needs and strengths
• The context of learning: school
-> formal, standard, academic, rehearsed, controlled
• The timing of learning: adolescence, early adulthood
-> adult-like with respect to certain features
• The amount input: limited (relative to native speakers and HL
learners)
-> incomplete with respect to certain features (those acquired early in life)
• The type of input: formal, focused on form
-> explicit knowledge of rules
HL and L2 learners tend to have complementary skills and needs
HL language• The context of learning: primarily, home
-> informal, home register, non-standard, spontaneous
• The timing of learning: early years, diminished or discontinued upon starting school
-> similar to the language of children
• The amount input: limited, relative tonatives
-> incomplete knowledge of the HL(late-acquired items)
• The type of input: oral, informal, spontaneous
-> implicit knowledge of the HL
L2 language• The context of learning: school
-> formal, standard, academic, rehearsed, controlled
• The timing of learning: adolescence, earlyadulthood
-> adult-like with respect to certainfeatures
• The amount input: limited (relative tonative speakers and HLlearners)
-> incomplete with respect to certain features (early acquired features)
• The type of input: formal, focused onform
-> explicit knowledge of rules
Relative strengths
• HL learners can do a lot with the target language;
• HL learners can engage in real-life tasks (focus on content);
• HL learners can speak and understand the target language well.
• L2 learners know a lot about the target language;
• L2 learners can engage in pedagogical tasks (focus on form);
• L2 learners can read and write the language well.
Two perspectives of complementary nature of HL and L2 learners’ knowledge
Two studies bring these perspectives into focus
Understanding heritage language learners
Two studies of paired interactions between HL and L2 (Bowles 2011)
• HL and L2 learners were matched for proficiency;
• They worked together on an information gap activity;
• In the first study learners benefited more from the activity than HL learners;
• In the second study, both types of learners benefited equally from the activity.
First study: L2 learners benefited more from the activity
Second study: Both learners benefited from paired interactions
What made the difference?
• Material + task
HL learners are better at tasks that tap into intuitive use of language, L2 learners, on the other hand, do better at tasks that require meta-linguistic knowledge (knowledge of rules);
HL learners are more familiar with home vocabulary; L2 learners, on the other hand, are more familiar with academic vocabulary
First study: Only L2 learners benefitted
• Information gap activity with a picture of a kitchen (home vocabulary)
All tasks were oral;
HL learners already knew this, so they did not gain new knowledge. L2 learners benefitted from HL learners’ expertise.
Second study
• Information gap activity with a crossword puzzle (general vocabulary); Oral and written tasks.
Vocabulary was unknown to both learner types, so both benefitted.
Oral task benefitted L2 learners. Written task benefitted HL learners.
Take home lesson about HL + L2 pairings
• Take advantage of complementary strengths of HL and L2 learners
• Mix tasks that require intuitive knowledge (hard for L2Ls), and tasks that require meta-linguistic knowledge (hard for HLLs);
• Hold both students accountable for contributing to the task (assign the harder task to each type of learner);
• Match HL-L2 learners for proficiency (????)
A metaphor for HL + L2 pairings
Seating arrangements at a fancy dinner party
Sample activityfor HL + L2 pairings
• Cloze activity
• Dictogloss
Cloze activity: HL-L2 learner groupingsMy great-grandmother. I ______liked to have known her, a wild, horse of a woman, so wild
she ________ marry. Until my great-grandfather _________ a sack over her head and
________ her off. Just like that, as if she ________a fancy chandelier. That's the way he
did it. And the story goes she never forgave him. She _________ out the window her whole
life, the way so many women sit their sadness on an elbow. I wonder if she _______the
best with what she got or was she sorry because she ________be all the things she wanted
to be.
Say it Write it
The Dictogloss
• Highly developed cultures, including those of the Olmecs, Mayas, Toltecs, and Aztecs, existed long before the Spanish conquest. Hernan Cortés conquered Mexico during the period 1519-21 and founded a Spanish colony that lasted nearly 300 years. Independence from Spain was proclaimed by Father Miguel Hidalgo on September 16, 1810.
Five principles (cont.)
• Know your learners; • Strive for Rich Classroom Discourse. Choose and use materials with a view towards making learning meaningful, engaging, and accessible to all learners;• Make students active and autonomous partners
in what happens in the classroom by taking advantageof complementary skills and attending to the difficultiesassociated with micro and macro approaches
• Differentiate learning by learner needs;• Design courses and curricula that make linguistic
and demographic sense.
ACTIVITY III, p. 4
MICRO- V. MACRO- APPROACHES
Micro approaches
• Isolate grammar, lexical, and pronunciation items;
• Use discrete activities to practice items;
• Are bottom up, moving from simple to complex;
• Deal with conscious knowledge of the language;
• Occur more frequently at lower levels;
• Contrast with macro-approaches
Macro approaches
• Focus on developing functional ability - the wide variety of discourse in the professions, social life, and the community;
• Can be discourse-based, content-based, genre-based, task-based, or experiential;
• Build on global, background knowledge;
• Are more common at the advanced levels and in HL teaching
Macro v. Micro
A grammar
point
Macro: A reading or real-life task
A reading or authentic task
Micro: A grammar
point
Macro-based teaching
A grammar
point
Reading + task
• Common in HL classes because HL learners have functional abilities in the HL;
• Well suited for HL learners because they naturally focus on content.
Micro-base teaching
A reading or authentic task
Grammar +
vocabulary
• Common in L2 teaching because L2 learners need help accessing authentic materials;
• Well suited to L2 learners because they naturally focus on form
THE PROBLEM WITH MIXED CLASSES
61
Micro approaches with HL learners
• Micro-approaches confuse HL learners because they lack the meta language of instruction (i.e. grammatical vocabulary) and are not familiar with the routines of language learning. Also, HL learners focus primarily on content (Julio Torres’ Dissertation).
A reading or authentic task
A grammar
point , vocabulary
• Macro-approaches are inaccessible to L2 learners
A grammar point,
vocabulary
Reading
Macro Approaches with L2 learners
Having it both ways in mixed classes
A grammar
point
Macro: A reading or real-life task
A reading or authentic task
Micro: A grammar
point
Step 1
A reading or authentic task
Micro: A grammar
point
• Separate L2 learners to give them a mini-lesson on the language structures and vocabulary they need to be able to access and engage with authentic materials
Strategies and tools that support this
• Access and engagement: Scaffolding strategies such as tapping into background knowledge, pre-teaching vocabulary, previewing the material, using graphic organizers, visual aids, etc.
• Classroom management: A way to keep HL learners engaged in meaningful work while the instructor meets with the L2 learners.
Step 2
A grammar
point
Macro: A reading or real-life task
• Separate HL learners to give them what they need to access form-focused instruction and focus their attention on language issues: grammatical terminology,
a map of learning,
Example: A graphic organizer
Two ways of talking about
the past
Preterit
(comí, hablé,viví)
Imperfect
(comía, hablaba, vivía)
Now they are ready to work together
L2 learners
HL learners
Next
Tools and strategies that support offering separate instruction to each population of learners;
Five principles (cont.)
• Know your learners; • Strive for Rich Classroom Discourse. Choose and use materials with a view towards making learning meaningful, engaging, and accessible to all learners;• Make students active and autonomous partners
in what happens in the classroom by taking advantageof complementary skills and attending to the difficultiesassociated with micro and macro approaches
• Differentiate learning by learner needs;• Design courses and curricula that make linguistic
and demographic sense.
Five principles (cont.)
• Know your learners; • Choose and use materials with a view towards
making learning meaningful, engaging, andaccessible to all learners;
• Make students active and autonomous partnersin what happens in the classroom;
• Differentiate learning by learner needs; • Design courses and curricula that make linguistic
and demographic sense.
I differentiate, you differentiate, he/she differentiates..
Running errands a “to do list” helps with pacing;
Driving to a destination Google directions help with process.
Differentiation
Is not about watering down learning for struggling learners…
Just the opposite…
Traditionally, language teaching has been one-size-fits-all
Teachers start at the front of a curriculum
One-size-fits all/curriculum-centered teaching
Past tense
Peter
MaryPaul
Peter, Paul, and Mary
But what if…
And...
The problem with one-size fits all
It does not attend to individual learner differences.
This is a particularly serious deficiency when it comes to heritage language (HL) learners.
The curriculum-centered approach with HL learners (an HL class – all HLLs)
Past tense
Juan: 3rd generation immigrant
Pedro: 1st generation, no education in Spanish
Maria: 1st
generation, educated abroad
The curriculum-centered approach in a mixed class (HL + L2 learners)
Past tense
Juan: 3rd generation immigrant
Pedro: 1st generation, no education in Spanish
Both types of classes are heterogeneous
• It follows that one-size-fits all approaches are not optimal for these classes;
• Traditional L2 methods are one-size-fits all
THE DIFFERENTIATED APPROACH
Learner-centered teaching
Learner
What
HowWhy
Two views of the learner
Collective
What are the characteristics of HL learners as a group? How do they differ from L2
learners?
Individual
How do individual HL learners differ from each other? Also, how do individual L2 learners differ from each other?
Principles of Differentiated Teaching (DT)
In differentiated classrooms, teachers begin where
students are, not the front of a curriculum guide.
They accept and build upon the premise that learners
differ in important ways…In differentiated
classrooms, teachers provide specific ways for each
individual to learn as deeply as possible and as
quickly as possible, without assuming one student’s
roadmap for learning is identical to anyone else (Tomlinson, 2003, p. 2).
A metaphor for the differentiated classroom
What can you differentiate?
Content (*)
Process (how you gain mastery of the material)
Pacing (the rate at which you acquire the material)
Product (how you demonstrate mastery of the material)
By Readiness
Interest
Learning profile
Key to differentiating instruction
Knowing when to differentiate
Knowing how to differentiate
When to differentiate
Don’t differentiate all the time – only when
needed.
What happens if you differentiate all the
time?
How to differentiate
Master a small number of instructional tools
Some tools for Differentiation
1. Text-to-self connection (also text-to-text, text-to-world)
2. Agendas
3. Centers
4. Flexible grouping
5. Checks for understanding
6. Exit cards
1. The-text-to-self connection
What it is:
A tool that helps students make connections
with the material and personalize learning.
Sample text-to-self connections(Harvey and Goudvis 2000:266)
Passage from the text
This reminds me of…
Passage from the text
I agree or disagree because…
Passage from the text
I find this interesting because…
Some variants…
Sample text-to-text connections(Harvey and Goudvis 2000:267)
Passage from this text
This reminds me of ____ from…
Character from this text
This character reminds me of _____ from…
A theme of this text
This reminds me of _____ from …
Sample text-to-world connections(Harvey and Goudvis 2000:267)
Passage from the text
This reminds me of…
Character from the text
This character reminds me of…
A theme of the text
This reminds me of…
The-text-to-self connection
What it is:
A tool that helps students make connections
with the material and personalize learning.
What it does:
Differentiates instruction by learner interest;
Supports flexible grouping and compelling
class discussions.
2. Agendas
What it is:
A list of tasks and activities students must complete within a set period of time.
Sample agenda from my HL class(a list of homework activities)
Date due: (in 2 weeks)
Work to be completed:
Workbook exercises # 7, 8, 9, 10
Blackboard, exercises #1, 2. Must be completed with a grade of 90% or better.
Textbook, read “My Name” and answer questions 1-7. Use a spell check.
Fill out the exit card for this unit.
Agendas
What it is: A list of tasks (e.g., homework exercise) students must complete within a specified period of time.
What it does: Vary pacing (as well as process, content, and product);
Support strategic grouping (e.g., one group of students receives a mini-lesson from the instructor, while another works on the agenda).
3. Learning centers
What it is:
A resource center (physical or virtual) offering a variety of activities and materials for students to work independently or with other students to operationalize the material presented in the classroom.
Examples of two types of centers
Physical – sample contents
Textbook and workbook exercises;
Samples of student work;
Old exams.
Virtual – sample contents
Links to resources, authentic materials, etc.;
Computer-graded exercisese.g. Mark the words that take an accent on the last syllable:
pastel, frances, comelon
Learning center
What it is:
A resource center (physical or virtual) offering a variety of activities and materials for students
to work independently or with other students to operationalize the material presented in
the classroom.
What it does:
Makes it possible to differentiate instruction by varying the process of instruction (also content and product).
4. Flexible grouping
What it is:
Grouping that is not static… students may work with a partner, in small groups, in ateacher-led group, or with the whole class,as needed to optimize learning.
Types of groups
Learning partners (1/1)
Small groups (3-5)
Half-class/half-class
Teacher-led mini-lessons
Half-class/half class in a mixed class
A grammar
point
Macro: A reading or
real-life task
A reading or real-life
task
Micro: A grammar
point
Why separate by learner status (HL learners/L2 learners)?
Why separate by learner status? (HL v. L2 learners)
In high school I was one of very few Latinos. My friend and I were called the American kids. This was always funny to me because my Dad’s family always told me I was American. In school I was labeled Mexican, but to the Mexicans, I am an American. I am part of each, but not fully accepted by either. It’s this weird duality in which you are stuck in the middle…You take pride in both cultures and learn to deal with the rejection. You may never be fully embraced by either side. That’s why you seek out other people like yourself. Socializing with people who share a common experience helps you deal with this experience.
(Carreira & Beeman, 2014, p. 88)
Half-class/half class in a mixed class
How to manage mini-lessons
Use agendas and learning centers to assign work to learners who are not taking part in the mini-lesson.
How do you know how to form groups?
Checks for understanding
The exit card
Flexible grouping
What it is:
Grouping that is not static – students may work with a partner, in small groups, in a teacher-led group, or with the whole class, as needed to optimize learning.
What it does:
Makes it possible to attend to learners’ needs
(not just in the area of language, but also affective issues and motivations)
5. Checks for understanding
What it is:
All students respond to a prompt using hand signals (e.g. thumbs up/down) or flashing a
sign (e.g., true/false; a,b,c,d)
Tips
Give students time to prepare their answer;
On the count of three, ask them all to respond.
Checks for understanding
What it is:
All students respond to a prompt using hand signals (e.g., thumbs up/down) or flashing a sign (e.g., true/false; a,b,c,d).
What it does:
Engages all learners in answering questions and provides immediate and comprehensive feedback to the instructor.
6. Exit cards
What it is:
At the end of class students respond in writing to a prompt.
The exit card (Dodge 2006)
Describe an “aha!” moment
Formulate a question about a point that remains
unclear. Describe one or two strategies that you
will use to answer this question.
How I use exit cards
To give learners a roadmap to learning
Prompt: To write accents, you need (a) to be able to hear where the accent falls in a word, (b) know the basic rules of accentuation, and (c) practice until the process becomes automatic. Assess your abilities in each of these skills.
To encourage learners to listen to each other
Prompt: Discuss a contribution by a classmate that you found helpful.
For the attendance and participation grade
Exit cards
What it is:At the end of class students respond in writing to a prompt.
What it does:
Encourages learners to reflect on their learning, provides immediate feedback to instructors on learners’ needs, strengths,
and connection to the material.
Check for understanding
How familiar are you with Differentiation?
(1) I know little or nothing about it.
(2) Have never used it but I’m familiar with the general idea of it.
(3) I have some training and some limited experience using it.
(4) I have significant experience using it.
(5) I have trained others to use it.
You know you want it…
Activity IV, p. 6
EXIT CARDS AND CHECKS FOR UNDERSTANDING ARE A FORM OF
FORMATIVE ASSESSMENT
Assessment
Diagnostic (pre-instruction)
Placement tests
Formative (during instruction)
Assessment for learning
Summative (post instruction)
Assessment of learning
What is formative assessment?
Formative assessment Summative assessment
PurposeTo improve instruction and provide feedback to students
To measure student competency
When administered Ongoing, throughout unit End of unit or course
How students use results
To self-monitor understanding;Identify gaps in understanding and strengths
To monitor grades and progress toward benchmarks
How teachers use results
To check for understanding, modify their own teaching to enhance learning
For grades, promotion
How programs use results
To modify the curriculum and program
To report to external entities
Adapted from Checking for Understanding. Formative Assessment Techniques for Your Classroom by Douglas Fisher
and Nancy Frey, ASCD, 2007
How to do formative assessment
Almost any pedagogical activity can function as
formative assessment…
What makes it formative is HOW you use it.
Exit cards
e.g., Use the information obtained from exit cards to group students by needs/interests
How to do formative assessment (cont.)
Checks for understanding
e.g. use the information obtained to adjust the pacing of instruction
Quizzes/Homework
Debriefing – reviewing quizzes/homework in class to:
debate the merits of different answers;
identify effective study strategies;
HOW FORMATIVE ASSESSMENT ENHANCES THE POTENTIAL
FOR LEARNING
Formative assessment: Instructors
Makes it possible for instructors to revise their teaching as needed to attend to the needs of all learners;
If the whole class is not understanding provide additional instruction and/or practice to all
If only some of the students are not understanding give those students a mini-lesson while the rest of the class works on their agenda or on center activities
Formative assessment: Students
Teaches students to manage their own learning by helping them answer the following questions:
(1) where am I going?
(2) where am I now?
(3) how can I close the gap?
In so doing, students acquire a roadmap of learning
(Black and Jones, 2006)
Formative assessment
Addresses issues of fairness and access arising from institutional conditions.
Problem: Many departments have fewer courses than needed
Course Y
L2L
(novice+)
HLL
(novice)
HLL
(novice+)
HLL
(intermediate-)
Another view of the problem
Course placement
Summative assessment,
(grades)
How do you assign a grade to these students and
Maintain standards
Address issues of fairness
Formative assessment: Fairness
For instructors: Enables them to respond to the needs of all learners, particularly those who are struggling with the material;
For students: Encourages metacognition and independence; previews summative assessment, thereby improving their chances of performing well;
For programs: Provides the knowledge base for effective curriculum and program design.
One more, please…
Activity V, p. 7
Five principles (cont.)
• Know your learners; • Choose and use materials with a view towards
making learning meaningful, engaging, andaccessible to all learners;
• Make students active and autonomous partnersin what happens in the classroom;
• Differentiate learning by learner needs; • Design courses and curricula that make linguistic
and demographic sense.
An HL Class: Hindi 100 for HL learners
India: Hindi is the official language of the country. Individual states have their own official languages. 29 languages have over 1 million speakers. India’s languages stem primarily from two language families: Indo-Aryan in the north, and Dravidian in the south. Many languages have their own writing systems (Brass 2005, Hasnain 2003).
Hindi 100:
16 students from five different language backgrounds;
Hindi/Urdu (7); Gujarati (4); Punjabi (2);Telugu (2); Marathi (1)
The crux of the problem
• In the Hindi program “HL classes” are seen as a “catch all” destination for all students that do not meet the traditional profile of L2 learners;
• Hindi 100 does not make linguistic sense.
A well designed program
• Is linguistically well-formed;
• Aligns well with demographic realities;
• Responds to learners’ needs and goals vis-à-vis the target language;
• Is anchored in a coherent vision that runs through all courses and learning activities.
• Adapts to changing needs.
Five principles (cont.)
• Know your learners; • Make materials meaningful and engaging to all
learners;• Make students active partners in the learning and
teaching process;• Use strategies to build in pathways to learning
for all learners; • Design courses and curricula that make linguistic
and demographic sense.
Summary: Strategies for teaching mixed classes
• Separate them to (1) prepare them to work together, and (2) attend to learners’ special needs vis-à-vis the target language.
• Bring HL and L2 learners together so that they can benefit from each other’s strengths;
Summary: Principles
• Know your learners (as a type and as individuals);
• Strive of Rich Classroom Discourse. Make materials accessible, meaningful and engaging to all learners;
• Make students active partners in the learning and teaching process (use complementary skills, micro- and macro-approaches, learning strategies);
• Differentiate learning (Differentiation, formative
assessment);
• Design courses and curricula that make linguistic
and demographic sense.
Thank you!
• For a copy of this presentation, please email me at [email protected]